IJAL 3 (1) (2018)

International Journal of Active Learning

http://journal.unnes.ac.id/nju/index.php/ijal

Description of The Ability of Social Arithedical Stories by Study

Problems by Students VIII SMP Reviewed from The Polya Stage

Yeni Candra Vilianti, Fika Widya Pratama, Helti Lygia Mampouw 

Center for Education Studies of Science, Technology and Mathematics (e-SisTeM)

Mathematics Education Study Program Faculty of Teacher Training and Education
Universitas Satya Wacana Christian, Indonesia

Info Articles Abstract

___________________
History Articles:
Received 23 February 2018
Approved 11 March 2018
Published 1 April 2018
___________________
Keywords:
solution to problem; Social
arithmetic; Stage polya
_______________________
____________________________________________________________
Every student in solving mathematical problems in the form of story problems has a
unique solution. This uniqueness encourages research conducted to describe the
problem-solving ability of social arithmetic stories by junior high school students
from Polya stage. Stage Polya consists of understanding the problem, making plans,
implementing plans and re-checking. The approach of this research is descriptive
qualitative with subject as many as 3 students of class VIII SMP namely that each one
student with different level of ability. The results show that high-ability students can
go through all stages of Polya. Moderate students can only go through 3 stages
namely, understand the problem, make plans and make plans. This student can not
solve the problem correctly and there is an error in the calculation. Low-ability
students can not pass through all stages Polya, because this student does not
understand what is known and asked from the problem so that in the next stage can
not be through it. It is expected that this research become one of the reference to
optimize student problem solving abilities.

How to Cite
____________________________________________________________
Vilianti, Y. C., Pratama, F. Y. & Mampouw, H. L. (2018). Description of The Ability of
Social Arithedical Stories by Study Problems by Students VIII SMP Reviewed from The
Polya Stage. International Journal of Active Learning, 3(1).

© 2018 Universitas Negeri Semarang


Address correspondence: p-ISSN 2528-505X
Jl. Diponegoro 52-60 Salatiga
E-mail: helti.mampouw@staff.uksw.edu

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INTRODUCTION

Mathematics is one of the subjects taught at every level of school, both elementary school (SD),
junior high school (SMA), high school (SMA) until college. One of the goals of mathematics is to equip
students with problem-solving skills. As stated in the Education Unit Level Curriculum (KTSP) states that
to improve problem solving skills students need to develop problem-solving skills, create mathematical
models, solve problems and interpret their solutions (MoNE, 2006). One of the mathematics learning that
can train and develop student problem solving abilities is learning about the story (Rudtin, 2013). Problem
solving material in social arithmetic is the material that there are various problems in the form of problem
solving and presented the problem in the form of a story problem, which is a mathematical problem
presented in sentence form and related to daily problems. According to Utomo (Ifanali, 2014) that math-
shaped questions are difficult to solve, this is due to a lack of students 'ability to defend problems,
including the lack of students' ability to convert verbal sentences into mathematical models and the lack of
ability to interpret mathematical solutions into real problems. Students must be able to understand
concepts, use reasoning and be able to solve problems in learning mathematics.
The process of learning one student with another student is not the same, each student has a
different way of understanding the material explanation, especially mathematics subject matter. So also in
solving the problem of mathematics problems between students with one another different. Ifanali (2014)
also states that each student has different intellectual abilities, this can be seen from the way students solve
the given story. There are students who think that in solving the problem of math problems is difficult, this
is because they do not understand the purpose of the matter. Nurhayati (2013) states that some obstacles
faced by students is difficult to translate the textual language of mathematics into the everyday language
used by the students themselves, the students feel still familiar with the scientific term of mathematics
encountered in the problem, and students' ability to analyze the problem is still low, As well as difficult to
translate the command of the story into the mathematical model so that it is wrong in solving it.
Problem solving in math problems requires systematics in its solution. Understanding on any
problem math problem is very necessary, with understanding will facilitate students in solving
mathematical problems. Tangio (2015) argues that one of the obstacles faced is that most students can not
change the story given into the mathematical model. To improve the ability to solve mathematical
problems, it is necessary to develop problem-solving skills, create mathematical models, solve problems
and interpret the solutions.
According to Herman (2000), a problem usually contains a situation that encourages a person to
solve it, but does not know directly what to do to solve it. Moursund (Lidinillah, 2008), said that a person
is considered to have and face problems when facing 4 conditions, namely (1) Understand clearly the
condition or situation that is happening. (2) Understand clearly the intended purpose. Have a variety of
goals to solve problems and can lead to a single goal of completion. (3) Understand a set of resources that
can be utilized to cope with situations that occur in accordance with the desired goals. This includes time,
knowledge, skills, technology or certain goods. (4) Have the ability to use various resources to achieve
goals.
Some scholars find several ways to solve mathematical problems, one of which is the problem-
solving stage according to Polya. Polya finds practical steps and systematically arranged in solving
problems so as to facilitate students in solving a mathematical problem. Polya (1973: xvi) sets out four
steps in solving math problems from four steps, namely understanding the problem, devising a plan,
carrying out the plan, and looking back. Polya step provides a well-organized framework that can help
students in solving the story. In addition, according to John Dewey (in Harlinda, et al, 2014) steps in
problem solving are problem-solving (Confront Problem), Diagnose or Define Problems, collecting
multiple solutions (Inventory Several Solutions) and Test Consequences.
Based on the description above, the purpose of this research is to describe the problem solving
ability in solving the arithmetic story problem by the students of class VIII SMP based on Polya stage.

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METHODS

This research was conducted at Pangudi Luhur Junior High School Salatiga year 2016/2017. This
type of research is qualitative research. Subject consisted of 3 students with criteria of high, medium and
low ability students. Subject selection subjectively based on UAS grade VIII. The subject with the criteria
to be studied can be seen in table 1.

Table 1. Subject Decision based on Semester Final Exam Results

Initials of Subject UAS Score Range of Score Category of Mathematics Mastery
ST 92 76-92 High
SS 75 71-75 Medium
SR 70 55-74 Low

Data were collected from written tests, interviews, observations and documentation. Triangulation
methods are used to obtain valid data. Each subject does two arithmetic material test questions about
advantages and disadvantages, followed by an unstructured interview. The collected data were analyzed
using Polya stages. The Polya stage indicator used to describe the three subjects can be seen in table 2.

Table 2. Indicators of Problems

Problem Solution Explanation
Understanding The way students receive information
Problems that is on the subject mentions or writes
things that are known and asked.
The student's way of sorting out
important and unimportant information.
Making Plan The way the students know the linkage
between the information.
The student's way of checking if all
important information has been used.
Making Plan Students can make correct solving steps.
The student's way of checking each step
of the settlement.
Rechecking The way students do things back in
different ways.
Indicator
Students can recognize problems easily.
The student rewrites the necessary
information on the problem (can write
down what is known from the problem).
Understand what is being asked.
Students can make problem-solving plans
based on the questions asked.
Students can work on the matter as
planned.
Students can solve the problem used with
the correct results.
Students look again at the answer.
Consistent in concluding the answe

Description done on student's answer from each stage of problem solving that has been done, either
true or not true. The student's answer is the written answer on the answer sheet provided and the subject's
answer during the interview.

RESULTS AND DISCUSSION

Description of Solving Problems by High Achiever

Subjects were given 2 related questions about the problem of loss and profit. The following
explanation of the subject in solving the problem based on Polya steps.

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(a)

(b)
Figure 1. Results of ST written test a. Problem about Benefits, b. Problem about Disadvantage

Understanding Problem
The consistency of subject answers from written results and interview results. In both given
questions, ST can understand the problem well that ST can write down what is known and what is asked.
This can be seen in Figure 1. ST's understanding of the matter of profit and loss can be clarified by the
interview conducted. According to ST is known from the problem is the number of fruits per kg and the
price per kg. ST also explains what is asked of each question is how much profit and losses suffered.
From the explanation given by ST through interviews, it can be seen that ST is able to expose all
sufficient terms and conditions necessary to work on the problem, that is to know what is known from the
problem and can mention what is asked from the problem appropriately so that ST can be declared has
gone through the stage of understanding problem.

Making Plan
After understanding the problem the next step is to plan for troubleshooting. The following is a
proof of ST's work in making the problem-solving plan.

(a)
(b)
Figure 2. Results of ST Written Test on Planning to Solve Problem a. Problem about Benefits, b. Problem
about Disadvantage

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Based on figure 2 it can be seen that ST is able to plan problem solving by being able to know the
relationship between what is known and asked. Explanation ST can be seen from the interview. When
interviewed ST can know the connection between the known and the asked. According to ST the known
price can be used to solve the problem.
Initially ST hesitate when giving statements related to the plan undertaken, but after the interview
ST can explain the steps used in solving the problem well. Based on ST's work in writing and interview
results, it is known that ST already knows the connection between what is known and asked and ST
understands that what is known can be used to seek the benefits asked.
The next stage is the stage of doing a split plan. At this stage ST has solved the problem of social
arithmetic correctly, and uses the steps coherently and produces the right answer. ST can be declared to
have gone through the stage of doing the plan well. This can be proven from the results of interviews,
according ST is used correctly. First look for the price of 10 pieces, To find the purchase price of 10 pieces
means 10 timesRp35.000 equal to Rp350.000 the selling price of Rp45.000 per fruit so the sale price of 10
fruit Rp45.000 multiplied 10 equal to Rp450.000 profit of sales equal to Rp450 Less Rp350,000 equal to
Rp100,000 loss price 3 rotten Rp45.000 multiplied 3 equal to Rp135.000 so big losses Rp135.000 minus
Rp100.000 equal to Rp35.000.
Based on ST's explanation through interviews, it appears that ST really understands the questions
asked. This can be seen from ST's explanation of the steps taken while working on social arithmetic. ST
knows the amount of fruit sold at each different price and ST also calculates what is asked from the given
problem.
The last stage is the re-examination stage. ST did not write down the way to do the re-examination,
only ST wrote the conclusions of the matter about profit. Results ST answers can be seen in the following
figure.

(a) (b)
Figure 2. Results of ST Written Test on Rechecking a. Problem about Benefits, b. Problem about
Disadvantage

Based on Figure 3, it appears that ST can work on the problem correctly and believe that the answer
is correct. To find out more about how ST did check back then conducted a deep interview, ST explained
that to check the answer ST read back and then corrected back the answer by way of recalculated.
ST in solving the problem has met all the indicators of problem solving based on polya stages that
can mention all the information provided from the question so that it can be said that ST has gone through
the stage of understanding the problem. In the second stage, ST has also met all the indicators in planning
the problem solving proved by ST has a problem-solving plan and know the reasons for its use and able to
use all the important information to solve the problem so that it can be said ST has gone through the stage

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of preparing a problem-solving plan. The third stage is the stage of doing the problem-solving plan, the ST
has met all the indicators that ST has solved all the problems provided with the correct results and using
the appropriate troubleshooting steps. Thus ST can be said to have carried out the stage of doing a
problem-solving plan based on Polya stage. In the last stage of the re-examination stage, ST does not write
how to conduct a re-examination, but when the ST interviews do explain how to re-check. Thus ST can be
said to have gone through the stage of re-checking the problem solving based on Polya stages.

Description of Problem Solving by Medium Achiever

Subjects are given 2 questions relating to the problem of profit and loss. The following explanation
of the subject in solving the problem based on Polya steps.

(a) (b)
Figure 4. Results of SS Understanding Problems a. Problem about Benefits, b. Problem about
Disadvantage

Understanding Problems
Based on Figure 4 it appears that the SS can understand the problem given this can be seen from the
SS answers that write down what is known and asked of the question. To know the understanding of SS in
depth then do the interview, according to SS known from problem (a) is 30 kg and with price of Rp20.000
kg then 20 kg of them resold with price Rp25.000 per kg and the rest sold with price Rp22.500 Per kg.
While that is known from the problem (b) is Ratna buy 10 durian fruit at a price of Rp35.000 and sold at
Rp45.000 but there is a rotten 3 pieces. SS also explained that from question (a) asked is how much profit
obtained and problem (b) is how much loss suffered.
Based on the explanation of SS through interviews it appears that the SS is able to expose all
sufficient terms and conditions necessary to work on the problem, and can mention what is known and
that is asked from the problem appropriately so that SS can be declared to have gone through the stage of
understanding the problem.

Planning
In writing the SS does not write in making a problem-solving plan, but after SS interviews can
explain in making a problem-solving plan. According to the SS the number known is multiplied by each
price per kg of fruit. Based on the SS description, it appears that the SS has been able to plan for problem
solving. Thus it can be said that the SS can go through the planning phase of problem solving, the next
stage is the stage of doing problem solving.

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Planning
When interviewed the SS said "My answer is not there because it is not careful." This is very
interesting because during the interview SS can explain that when solving the SS problem is not accurate
so the result of SS problem solving in writing is not correct, but SS realized if the result of the solution is
not True and the SS can explain back correctly and correctly through the interview.

(a)

(b)
Figure 5. Results of SS Written Test on Planning to Solve Problem a. Problem about Benefits, b. Problem
about Disadvantage

In Figure 5 SS has been able to do the planning well and has done the calculation in solving the
problem, only the final result is not accurate. To find out more why the answer was wrong then the
interview was done again, SS realized that the answer he was doing was wrong due to miscalculation and
forgot to solve it. But when asked to explain again, SS can solve the problem correctly and correctly.
Based on the SS's explanation through an interview conducted by the SS explaining that the SS is
not careful in solving the problem and after the SS explained it appears that the SS actually can solve the
problem and can solve the problem correctly. Thus the SS can be said to plan and do the planning well
although in the process SS can explain through interviews and explanations given the SS can answer the
problem appropriately.

Rechecking
In the next stage of the re-examination stage, SS also did not conduct re-examination. Based on the
explanation of the SS through interviews conducted, the SS said that the SS is less thorough in the problem
but after being asked to explain the SS can answer correctly the results of the matter about loss. At the last
stage of the re-examination stage, SS does not conduct a re-examination. Thus it can be said that the SS
has not conducted a re-examination based on Polya stage.
SS in solving the problem has not met all the indicators at the polya problem solving stage. SS is
only able to go through the stage of understanding the problem of profit although in depth interviews SS
can work on the problem correctly about the benefits. For the problem of the loss of the SS is able to go
through the stage of understanding and planning the problem solving, for the stage of planning SS does not
do well because it is still not regular in doing so the final result of problem solving is less precise and not
check back the problem done but in the process after SS interview Can explain correctly in solving the
problem. This is because SS is not careful in solving the problem. From the two problems done by the SS it

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can be seen that consistency in the planning stage of splitting up to the re-examination stage of the SS did
not perform well, this is because the SS is not careful in solving the problem even though in the process
ssat interviewed SS realized his mistake and can explain correctly Problem given.

Description of Problem Solving by Low Achiever

Subjects are given 2 questions relating to the problem of profit and loss. The following explanation
of the subject in solving the problem based on Polya steps.

(a)

(b)

Figure 6. Results of ST Written Test on Understanding Problem a. Problem about Benefits, b. Problem
about Disadvantage

Based on the picture 6 SR can not understand the problem well given, it can be seen that SR can
only write down what is known from the problem and SR did not write down what was asked, to know
deeply then conducted an interview on the understanding of SR in solving the problem. According to SR
that is known from the problem is a big advantage and so also with the questioned is the big advantage,
from the explanation of SR through interviews conducted, it appears SR is still confused in understanding
the problem. According to SR's explanation that what is known and what is asked is the same, it can thus
be said that SR has not been able to understand the given problem.

Planning
The next stage is the planning phase of problem solving. At this stage SR can not get through it well,
it can be seen in Figure 7 (a) that SR does not plan the price of the sold fruit from the rest. In Figure 7 (b)
SR is still difficulty in determining how to solve the problem. Thus SR can be said not yet through the
planning phase of the solution, so for the next stage can be ascertained that the SR has not been able to
pass it well.

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(a) (b)
Figure 7. Results of ST Written Test on Planning to Solve Problem a. Problem about Benefits, b. Problem
about Disadvantage

SR in solving the problem has not met all the indicators at the polya problem solving stage. SR is
not able to go through the stage of understanding the problem on both questions, this is because SR does
not have a good plan and difficulty in determining how to solve problems so as not to get the results of
problem solving correctly.

Discussion
Polya states that understanding the problem means that students can determine what is known and
asked. The high-ability and moderate subjects in this study can understand the problem given, they can
mention what is known and asked, so this research is in line with the Polya step. While a low-ability
subject can not understand the problem given properly.
Highly and moderately capable subjects can go through the stages of making a plan that can use
information from the known and asked. For low-ability subjects do not plan for troubleshooting. Low-
ability subjects still have difficulty in using the information obtained to make the next move.
Highly capable subjects can do a problem-solving plan properly and use the steps regularly. Subjects
capable of being able to do the planning well and perform calculations in accordance with the planned,
then the subject is capable of performing a good problem-solving plan even though the written answer is
not accurate but when interviewed in depth the subject can explain the answer correctly. Low-ability
subjects do not plan the problem. Based on research conducted Tangio (2015) states that students with a
high predicate able to solve the problem of the problem systematically and correctly and obtain the correct
results, while the predicate is showing that students are able to solve the problem of the problem given
systematically but not accurately or the student Able to solve the problem of the problem but the result is
wrong then for the low predicate indicates that in the student problem solving erroneously in determining
the settlement steps and results penyelesaiannyapun mistaken or the student does not at all solve the
problem of the given problem.
High-ability subjects did a re-examination of the problem solving done, explanation of the subject in
doing a re-check described in the interview. Furthermore, the subject of moderate and low ability does not
perform steps to re-examine solving the problem solving. This makes the subject is not careful in solving
the problem. Based on Zaif's research, et al (2013) stated that students' weaknesses are in the re-
examination stage because students are more rigid in the way teachers teach without developing a way to
solve a problem in their own way.

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Based on research conducted by Tarigan (2012) found that students with sufficient reasoning ability
and high will produce good problem solving, while students with low reasoning ability will result in
problem solving that is less good. Meanwhile, according to research results Tangio (2015) found that
students' math problem solving skills are still moderate and there are factors that affect each indicator of
math problem solving ability.

CONCLUSION

Based on research done can be concluded that ability in problem solving each subject differ from
one to another. Moderate students can only go through 3 stages namely, understand the problem, make
plans and make plans. This student can not solve the problem correctly and there is an error in the
calculation. Low-ability students can not pass through all stages Polya, because this student does not
understand what is known and asked from the problem so that in the next stage can not be through it. It is
hoped this research become one of the reference to optimize student problem solving ability. For other
researchers may use this research as a basis in conducting classroom action research or other research.

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